The sudden and unexpected transition from face-to-face to electronic education undoubtedly made students face various challenges and obstacles, and several studies have identified these challenges. Nevertheless, in response to the closure of universities and in order to avoid a debilitating pause in the education process of students, the Ministry of Health, Treatment and Medical Education called for the rapid presentation of electronic education in universities of medical sciences, including nursing schools, and in this way, electronic education quickly became compulsory in all universities of the country. In Iran, before the outbreak of the pandemic, the method of teaching medical sciences, including nursing education, was through face-to-face education, and electronic education had no specific place in the strategic plans of universities. Nursing education, as a key component of higher education, was no exception, and with the unexpected emergence of Covid-19, nursing educators were urged to make quick decisions on how nursing education should be continued, and all solutions they came up with were nothing but to quickly replace in-person education with electronic education. With the sudden emergence of the Covid-19 pandemic, all sectors of society including education experienced widespread disruptions. Also, knowledge of these strategies helps policy makers and nursing educators to take necessary measures in order to optimize and facilitate student learning in an e-learning environment. Therefore, designing teaching strategies tailored to the students’ strategies can promote their learning and academic achievement. In e-learning during the pandemic, students adopted different learning strategies. Some students, on the other hand, adopted a passive approach in which they did not take any effective action to contribute to their learning. Most nursing students in this study generally used two different strategies for e-learning, namely self-centered learning strategies and collaborative learning strategies. Sixteen semi-structured interviews were conducted with 12 Iranian undergraduate nursing students who were selected using purposive sampling method. This study had a qualitative design and used content analysis approach to collect and analyze the data. The purpose of this study was to identify the learning strategies of nursing students in e-learning during the pandemic. The Five-Level QDA method is independent of software program or methodology, and the principles apply to any type of qualitative project.In response to the emergency brought about by the Covid-19 pandemic, many universities around the world had to change their teaching methods from in-person classes to e-learning. After many years observing their students' challenges they developed the Five-Level QDA method to describe the process that long-time MAXQDA experts unconsciously adopt. The Five-Level QDA method is based on the authors' combined 40 years of experience teaching MAXQDA and other software packages used as platforms for conducting qualitative analysis. The Five-Level QDA method learned from this book is therefore the same whether you are working on a Mac or Windows computer. The functionality and interface design of MAXQDA for Windows and Mac are identical. The book is accompanied by three sets of video demonstrations on the Companion Website. The third part contains real-world qualitative research projects from a variety of disciplines, methodologies, and kinds of qualitative analysis, all illustrated in MAXQDA using the Five-Level QDA method. These steps are illustrated with examples from a variety of research projects. The second part provides both an in-depth description of how MAXQDA works and comprehensive instruction in the five steps of "translation". The first part of the book explains how the contradiction between analytic strategies and software tactics is reconciled by "translating" between them. The Five-Level QDA (R) method unpacks the process so that you can learn it consciously and efficiently. Expert MAXQDA users have unconsciously learned to do this. This contradiction is best resolved by separating analytic strategies - what you plan to do - from software tactics - how you plan to do it. Software is cut-and-dried - every button you press has a predictable effect - but qualitative analysis is open-ended and unfolds in unpredictable ways.
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